1 one common voice – one plan michigan continuous school improvement mi- csi
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One Common Voice – One Plan
Michigan Continuous School ImprovementMichigan Continuous School ImprovementStages and StepsStages and Steps
Implement Plan Monitor PlanEvaluate Plan
Develop Action Plan
Getting ReadyCollect School DataBuild School Profile
StudentAchievement
Analyze DataSet Goals
Set Measurable ObjectivesResearch Best Practice
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
StepsSteps• Getting Ready• Collect Data • Build Profile
School Data Profile School Process Profile
• Analyze Data School Data Analysis School Process Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs Assessment
(CNA)
School Improvement
Plan
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Getting Ready – Mission, Vision, Beliefs– Effective Meetings – Communications
Collect Data, Build Profile, Analyze Data – School Data Profile– School Process Profile
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Fall WorkFall Work
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Goals, Objectives, Strategies, Action Plans– Goals Management – Action Plan Detail
Implement, Monitor, Evaluate – Implementation (expectation or optional?) – Structures & Tools to Monitor– Plan to Evaluate
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Fall WorkFall Work
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
StepsSteps• Getting Ready• Collect Data • Build Profile
School Data Profile School Process Profile
• Analyze Data School Data Analysis School Process Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs Assessment
(CNA)
School Improvement
Plan
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Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998
One Common Voice - One PlanOne Common Voice - One PlanStep 1: Getting ReadyStep 1: Getting Ready
Mission, Vision, and BeliefsMission, Vision, and Beliefs
Mission Statement: Why do we exist?Your Mission/Purpose Statement describes your current reality. It needs to be crystal clear and only one line long.
Vision Statement: What do we wish to become?Whereas mission establishes an organization's purpose, vision instills an organization with a sense of direction. It asks, “If we are true to our purpose now, what might we become at some point in the future?”
Belief Statements: What do we value?Beliefs are the assumptions we make about ourselves, about others, and about how we expect things to be. Beliefs reflect how we think things really are.
The Science of Implementation
Shared Vision and Purpose • Seems simple, often overlooked• ASSUMPTIONS are deadly
Key QuestionsAre the vision and purpose co-created? Was consensus built?Is there a structured process to identify
and articulate need?
The Science of Implementation
Communication • Clear, intentional communications are
essential
Key QuestionsIs the message consistent?Who conveys the message to whom? What timing and context would amplify
the message?
Resources:Tools for School Improvement (www.michigan.gov/schoolimprovement) Developing a Shared Decision Team
Holding a Shared Vision Organizing Staff Communications Running Effective D-M Meetings
Van Buren Moodle (moodle.vbisd.org)
One Common Voice - One PlanOne Common Voice - One PlanStep 1: Getting ReadyStep 1: Getting Ready
Effective Meetings, CommunicationsEffective Meetings, Communications
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EDMs in an RtI FrameworkEDMs in an RtI Framework
Continuum of Supports
Benchmark Meetings •Instruction:
•Students in Whole Class and Differentiated Instruction
•Data•Core Program Assessments•Formative assessments •Screening measures•Classroom Observations
Progress Monitoring Meetings• Instruction
•Students in Small Group Instruction and Supplemental Intervention Programs
•Data•Supplemental program assessments•CBM Progress monitoring probes•Frequent targeted formative assessments
Student Study Team Meetings•Instruction
•Student s in 3:1 or smaller Group Instruction and Intensive Intervention Programs
•Data•Diagnostic assessments•Progress monitoring of specific skills
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools• Getting Ready• Collect Data • Build Profile
School Data Profile School Process Profile
• Analyze Data School Data Analysis School Process Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs Assessment
(CNA)
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School Improvement
Plan
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One Common Voice – One PlanOne Common Voice – One Plan Step 2: Collect Data Step 2: Collect Data
Four Kinds of Data: Definitions Four Kinds of Data: Definitions
What do you already know?What data do you need to know?What additional information/data do you need to know?Where can the information/data be found?
Achievement/ Student
Outcome Data
How our students perform on local, state and federal
assessments (subgroups)
Demographic or
Contextual Data
Describes our students, staff, building, and community
Process Data
The policies, procedures, and systems we have
in place that define how we do
business
Perception Data
Opinions of
staff, parents, community and
students regarding our
school
Definitions
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One Common Voice – One PlanOne Common Voice – One Plan Step 2: Collect Data Step 2: Collect Data
Four Kinds of Data: Examples Four Kinds of Data: Examples
What do you already know?What data do you need to know?What additional information/data do you need to know?Where can the information/data be found?
Achievement/ Student
Outcome Data
Local AssessmentsState AssessmentsNational Assessments
Demographic or
Contextual Data
Student SubgroupsEnrollmentAttendanceParent InvolvementTeaching Staff
Process Data
Policies & Procedures
School Process Rubrics (40 or 90)Or SA/SAR (NCA)
Perception Data
Survey DataOpinions
Examples
One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Data ProfileSchool Data Profile
School Context Staff Students Community Perceptions Achievement
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One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Data Profile School Data Profile
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One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Data Profile School Data Profile
One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data
School Process Profile School Process Profile
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School Processes- How things are done(Standards and Rubrics)
One Common Voice – One PlanOne Common Voice – One Plan Step 4: Analyze Data Step 4: Analyze Data
Summary ReportSummary Report
Strengths Weaknesses
Content Goals Process NeedsPriorities
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One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools• Getting Ready• Collect Data • Build Profile
School Data Profile School Process Profile
• Analyze Data School Data Analysis School Process Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs Assessment
School Improvement
Plan
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One Common Voice - One PlanOne Common Voice - One Plan School Improvement Plan School Improvement Plan
HierarchyHierarchy
Goal Structure allows for multiple objectives and strategies—and multiple activities for each strategy.
Goals• All students will be proficient in ________. • Goal justification requires data. • How far do you dig into data?
– Proficiency gap with state or other comparison – Subgroup gaps – Grade level or course gaps – Strand or item gaps – Consider trends– UNTIL YOU IDENTIFY WHAT TO WORK ON
Goals - Continued
• Gap causes – Look for the root causes – 5 why’s– Processes (the way we do things) – Brainstorm possibilities; then collect
data to verify – Look for causes where you have high
levels of Control and Impact
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Objectives• “SMART” (Specific, Measureable, Attainable,
Relevant, Time bound) • Who will be able to do what by when as measured
by what? (Increase ___ from ___ to ___ by ___.) • Level of change related to level of work
– Macro (Reading proficiency-curriculum, instruction) versus micro (Informational Text)
– Whole School (general objective) and/or targets by grade/content (grade level objectives, course objectives), targets by subgroup (ED objectives, special education objectives)
Objectives- Example 1
Improve the percent of students scoring proficient on the Reading MEAP by a minimum of 10% at applicable grade levels.
Is this objective SMART?
Objectives- Example 2
Students will increase skills in the area of informational reading: the percentage of non-disabled students proficient on the MEAP Reading Informational Text strand will increase from 56% (2009-10) to 65% and the percentage of students with disabilities proficient on this strand will increase from 35% (2009-10) to 52% by Fall 2011.
Specific
Measurable
Attainable
Time-bound
Relevant
Strategies
• Adult actions • Appropriate approach for context (Research Based) • ONE thing• Reflects an approach, concept, or program• Represents NEW work (or is Title funded)• NOT considered strategies:
– Professional development is an action step – Research best practice should be done as part of
planning
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One Common Voice – One Plan Step 7: Research Best PracticeResearch Best Practice
Strategy StatementsStrategy Statements
Teachers (K-5) will implement a system of Common Formative Assessments in math.
Teachers in the Social Studies Department will use a curriculum map and learning targets to guide their instruction.
Teachers (all content areas) will implement Marzano’s 6-Step process for teaching academic vocabulary.
Strategy Example
Teachers will develop grade level appropriate lists of measurement vocabulary terms. These will be made into posters for classroom use and be sent home to parents in several ways: a parent vocabulary letter, a calendar of activities incorporating measurement and monthly articles in the school newsletter.
Strategy Example
Teachers will develop grade level appropriate lists of measurement vocabulary terms. These will be made into posters for classroom use and be sent home to parents in several ways: a parent vocabulary letter, a calendar of activities incorporating measurement and monthly articles in the school newsletter.
What is the strategy? What are action steps?
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Visible Learning: John Hattie
Advanc-Ed Resource Network What Works Website
Instructional Strategies That WorkFlorida Council Reading Research
PLCs-National Staff Development CouncillEye on Education
Assessment InstituteHope Foundation
One Common Voice - One PlanStep 7: Research Best Practice
Resources
Moodle.vbisd.org
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Is it the right thing to do? NeedFit Evidence
Can we do it the right way? Resources ReadinessCapacity
One Common Voice – One Plan
Step 7: Research Best Practice Depth of Research
One Common Voice – One PlanOne Common Voice – One Plan Step 8: Develop Action Plan Step 8: Develop Action Plan
Action StepsAction Steps
• Are action steps sufficiently detailed so that expectations are clear?
• Do action steps include (or consider):– professional development needs (initial and ongoing)?– materials purchase and/or development time?– implementation expectations?– collaboration and communication with colleagues?– accountability (individual and group)?
• Do action steps show sequencing? (not all steps ongoing)
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Activity to implement
the strategy
Staff responsible
to implement
Timeline
Begin End
Resources neededAmount Source
Monitoring Activities
Evidence of
Success
One Common Voice – One Plan Step 8: Develop Action PlanStep 8: Develop Action Plan
Matrix –type Template Matrix –type Template
One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement
Steps and ToolsSteps and Tools• Getting Ready• Collect Data • Build Profile
School Data Profile School Process Profile
• Analyze Data School Data Analysis School Process Analysis Summary Report
• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan
Comprehensive Needs Assessment
School Improvement
Plan
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Activity to implement
the strategy
Staff responsible
to implement
Timeline
Begin End
Resources neededAmount Source
Monitoring Activities
Evidence of
Success
One Common Voice – One Plan Step 8: Develop Action PlanStep 8: Develop Action Plan
Matrix –type Template Matrix –type Template
One Common Voice – One Plan Step 10: Monitor Step 10: Monitor
Action Plan Action Plan
Activity Monitoring Plan
Evidence
Staff will read “Boys and Girls Learn Differently” (Marzano)
Grade level/Content area teachers meet 4X per year to collaboratively score student writing
Teachers monitor and adjust instruction based on data; provide timely interventions.
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NCLB and PA 25 Require Annual Evaluationof the following:
• Implementation of the Plan• Impact of the Plan in terms of Student achievement
results using State assessment and other data
In addition, evaluative information should be used to modify the plan as needed
ISD/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluation plans.
One Common Voice – One Plan
Steps 10-11: Monitor, Evaluate Requirements
One Common Voice – One Plan Step 10-11: Monitor and EvaluateStep 10-11: Monitor and Evaluate
Big PictureBig Picture
Monitor ongoing with accountability • Is the strategy being implemented as
planned? If not, why not? • Is there consistent implementation? Is
everyone on the same page? • Do we need to make changes to the plan
now? • What is happening with students as a result?
(Is anything expected yet? Do we have good ways to measure change?)
One Common Voice – One Plan Step 10-11: Monitor and EvaluateStep 10-11: Monitor and Evaluate
Big PictureBig Picture
Evaluate retrospectively by and across strategies
• How well did we do at implementing the strategy? Any lessons?
• What was the impact on student learning? • Do we need to make changes to the strategy
for next year? (drop, modify) • Did we meet our objective? • What changes do we need to make to our
goal for next year?
One Common Voice - One Plan Steps 10-11: Monitor and Evaluate
Implementation and Impact
Monitoring Evaluation
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School Improvement Planning
• Plans are nothing; planning is everything. Dwight D. Eisenhower
• Without some goals and some efforts to reach them, no man can live. John Dewey
• The wise man bridges the gap by laying out the path by means of which he can get from where he is to where he wants to go. John Pierpont Morgan
• Reduce your plan to writing. The moment you complete this, you will have definitely given concrete form to the intangible desire. Napoleon Hill
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